This study examined whether differences in phonological awareness were related to differences in speech comprehensibility. Seventeen adults who learned English as a foreign language (EFL) in academic settings completed 14 tests of phonological awareness that measured their explicit knowledge of English phonological structures, and three tests of…

An important element of learning to read and write at school is the ability to define word boundaries. Defining word boundaries in text writing is not a straightforward task even for children who have mastered graphophonemic correspondences. In children's writing, unconventional word segmentation has been observed across a range of languages and…

The purpose of this paper is to explore the relationship between two contrasting research paradigms, namely, cognitive and experiential research, a significant literature review previously unaddressed. To achieve this objective, a conceptual description of three theoretical frameworks, Dual-Store model, Levels of Processing (LOP; drawn from…

This study sought to determine whether categorizing information would increase students' ability to recall that information. Two recall tests, consisting of a list of 30 words in random order and a list of the same 30 words grouped into 6 categories, was developed and administered to 2 groups of 16 fourth- and fifth-grade students enrolled in a…

The study was designed to determine if there was an identifiable pattern of language deficit in 10 children (6 to 12 years old) undergoing treatment in a hospital inpatient psychiatry ward for behavioral and emotional problems. Ss were administered the standard hearing and speech clinic test battery which included the Binet Memory for Sentences,…

Although research in episodic recall memory, comparing younger and older adults, favors the younger adults, findings in semantic memory research are less consistent. To examine age differences in semantic and episodic memory recall, 72 young adults (mean age, 20.8) and 72 older adults (mean age 71) completed three memory tests under varied…

Reports cross-linguistic differences in forward digit span among four-, five-, and six-year-old Chinese and American children. Examines several explanations for the superior performance of Chinese children, and finds that only a temporally limited store hypothesis was supported. (SKC)

Studied was the development of a variety of grammatical-sensitivity and phonological skills in normally achieving, reading-disabled, arithmetic-disabled, and attention deficit disordered children 7 to 14 years old. (PCB)

Ten mildly retarded young adult males and nonretarded subjects matched for chronological age or mental age were required to recognize both verbal and nonverbal stimuli presented tachistoscopically. Results of a backward visual masking paradigm varying stimulus onset asynchrony (SOA) indicated the retarded subjects performed poorer at the longest…

Describes a study of whether dysarthric patients who have lost the ability to speak as a result of brain damage, but whose language is intact, show incidence of phonological coding and "inner speech." Concludes that phonological coding and subvocal rehearsal cab operate without feedback from the peripheral speech musculature. (SED)

The Ss were required to retain a short list of items for an entire experiment while processing successive different short lists of items in the Sternberg paradigm. (Editor)

Investigates children's immediate and final recall memory as a function of grade level and presentation modality. Results obtained from 54 third, sixth, and ninth graders suggest that no conclusions can be drawn concerning levels of processing as a source of age differences. (Author/MP)

Effects of learning names for random nonsense shapes prior to a probe-type serial-recall task were investigated in disabled readers. No differences among reading groups on recall strength of primary recall were found, suggesting similar verbal skills. (Author)

The results demonstrate a use of semantic information to circumvent an item-by-item search of memory. Similar results have been obtained in the fact-retrieval paradigm of long-term memory. (PN)

The time course of kindergarten children's memory for left-right orientation during the first 2 l/2 seconds after receptor stimulation was investigated by means of a successive matching-to-sample task with tachistoscopically presented abstract figures. (Author/DB)